The State of Dyslexia 10 Years Later (Anonymous Survey)
Dear survey participants,
In preparation for our event on March 23, 2023, we invite you to participate in this anonymous survey so we can better understand the "state" of dyslexia from the perspective of teachers and parents. As you answer the questions, answer in terms of your experience with your home public school district (if a parent) or where you work (if a teacher). If you are a teacher who also has a dyslexic child in the same or another district, you can complete 2 surveys to represent the 2 different experiences. For Parents, if your child is now homeschooled or attends a private school, then please only answer if you have had personal experience with your home district. For Teachers/Educators, please note that there are additional questions for you at the end of the survey. We thank you in advance for your participation and look forward to seeing many of you at our event. 
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Are you a parent/guardian or teacher? *
Approx. how many students are enrolled in your school district (K-12)? *
What NJ county is your district located? (all answers are anonymous) 
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If you are willing, please tell us the name of your District (all answers are anonymous)
Are children being screened for dyslexia/struggling readers in your district?
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In your district, which grade(s) are children being screened for dyslexia/struggling readers?
Who initiates the dyslexia/struggling reader screening?
Which dyslexia/struggling reader screeners are being used in your district?
Are children undergoing a comprehensive evaluation AFTER the dyslexia/struggling reader screener shows the child is at risk?
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What evidence-based reading interventions/instruction do children receive AFTER being screened and/or evaluated for dyslexia in your district?
As a district policy or curriculum, what reading instruction and programs are being used for Tier 2 & Tier 3 intervention or children who struggle with reading?
Are parents having difficulty requesting dyslexia/struggling reader screening and/or evaluations for their children in your district?
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Describe the difficulty(ies) parents are having requesting dyslexia/struggling reader screening and/or evaluations for their children. 
Do child study teams/case managers use the term "dyslexia" and/or definition in IEP meetings and/or within the IEP somewhere (PLAAFP section, eligibility statement, needs section, parent concerns, etc.)?
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Explain your experience with child study teams/case managers using the term "dyslexia" and/or definition in IEP meetings and/or within the IEP somewhere (PLAAFP section, eligibility statement, needs section, parent concerns, etc.)?
Are district staff members receiving a minimum of 2 hours of dyslexia/struggling reader professional development each year (as per the law)?
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Describe the 2 hours of dyslexia/struggling reader professional development that school staff receive each year (as per the law)?
Has your district trained/certified teachers in structured literacy programs?
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Describe the training that your district has offered/provided to teachers in structured literacy programs?
Has the district adopted a structured literacy program as their Tier 2 and Tier 3 intervention?
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Describe the structured literacy program that your district has adopted for students in tier 2 and tier 3.
Has the district adopted a structured literacy program as their general education (tier 1) reading curriculum?
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Describe the structured literacy program that your district has adopted as their general education (tier 1) reading curriculum?
Are your district's structured literacy programs being used and taught with fidelity (as designed)?
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Do parents feel like their district has evidence-based programs and properly trained teachers in structured literacy programs to effectively teach their dyslexic children/struggling readers to read?
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For parents of children 3rd grade and older, explain your opinion of whether your child is receiving the services your child needs to read and make meaningful progress as your child gets older.
What is your district getting "right" when it comes to dyslexia/struggling readers?
For Teachers/Educators: My institution of higher education prepared me to assess students who demonstrate indicators of dyslexia. 
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For Teachers/Educators: My institution of higher education prepared me to instruct students with dyslexia.
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For Teachers/Educators: My institution of higher education prepared me to address the social/emotional implications of dyslexia. 
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For Teachers/Educators: Briefly describe how your institution of higher education prepared you to assess/instruct dyslexic students. 
For Teachers/Educators: My institution of higher education included coursework on structured literacy.
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For Teachers/Educators: My institution of higher education included coursework on the New Jersey Dyslexia Handbook (2017). 
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For Teachers/Educators: During my teacher preparation program at my institution of higher education I worked with dyslexic students (clinical hours/student teaching). 
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For Teachers/Educators: As a teacher, what do you wish your institution of higher education did differently to prepare you to teach dyslexic students?
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